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Children and COVID-19 Research Library

UNICEF Innocenti's curated library of COVID-19 + Children research

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16 - 30 of 87
Drawing from and expanding their toolboxes: preschool teachers' traditional strategies, unconventional opportunities, and novel challenges in scaffolding young children's social and emotional learning during remote instruction amidst COVID-19

AUTHOR(S)
Jennifer J. Chen; Charlene Brotherson Adams

Published: June 2022   Journal: Early Childhood Education Journal
Building on aspects of Vygotsky’s sociocultural theory centering around social interaction and adult scaffolding as essential to children’s learning, this study investigated the most prominently used strategies by eight teachers to scaffold social and emotional learning (SEL) in preschool children (ages 3–4) in the context of remote instruction during the 2021–2022 school year amidst COVID-19. These teachers (seven females and one male) came from two urban preschools funded by their local Board of Education in the state of New Jersey in the United States. These teachers (ages 28–44 years, M = 32 years) varied in teaching experience from five to 29 years (M = 13 years). Each teacher was interviewed for an average of 40 min virtually via Zoom.
Children's drawing of plant life in the time of COVID-19: an analysis of the changes related to content and colour over a two-year period

AUTHOR(S)
Ilargi Zaballa; Maria Merino; José Domingo Villarroel (et al.)

Published: June 2022   Journal: Children
This study analyses the depictions that a sample of young children completed to express their knowledge of plant life at two different times, two years apart. The pictorial content is examined by the complexity of the depictions of flora as well as the range of colour that the children in the sample chose. The study presents the changes that occurred in the children’s illustrations of plants after 24 months. The conclusions are discussed in view of the data that preceding studies provide on the subject of botanical literacy in childhood, and raise the hypothesis that the unexpected results obtained in the study might reflect a learning loss in the understanding of the plant world as a consequence of the school closures that followed the outbreak of the COVID-19 pandemic.
Kindergarten practitioners' perspectives on intergenerational programs in Norwegian kindergartens during the COVID-19 pandemic: exploring transitions and transformations in institutional practices

AUTHOR(S)
Czarecah Tuppil Oropilla; Elin Eriksen Ødegaard; Gloria Quinones (et al.)

Published: May 2022   Journal: European Early Childhood Education Research Journal
Intergenerational programs have benefits for both children and older adults; however, the ongoing pandemic has changed social situations across the globe. The focus of this article is on exploring transitions and transformations due to societal conditions and demands that drive the implementation of intergenerational programs during a time of a global crisis that is the COVID-19 pandemic. Through an online survey form and focus group discussion, a total of 64 kindergarten practitioners shared their perspectives on intergenerational programs between young children and older adults in kindergartens in Norway. Kindergarten practitioners identified challenges that hinder intergenerational programs in kindergarten settings during the pandemic, as well as conditions that facilitate its implementation. Implications from this research indicate the need to think differently to be able to provide children with intergenerational experiences in kindergarten settings in Norway even during the pandemic and beyond.
Enhancing digital skills of early childhood teachers through online science, technology, engineering, art, math training programs in Estonia

AUTHOR(S)
Janika Leoste; Zsolt Lavicza; Kristof Fenyvesi (et al.)

Published: May 2022   Journal: Frontiers in Education
Teacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. Whether it is a temporary change in learning methods caused by the COVID-19 restrictions or whether it will become a new normal is currently under discussion in many teacher training institutions around the world. The aim of this study was to design and implement time- and money-saving synchronous online teacher training format for conducting co-design courses for early childhood teachers in the theme of STEAM integrated learning activities. Based on Tallinn University’s curriculum of in-person training courses on the same topic, with the volume of 40 contact hours, we delivered the content in two different formats: in 11-months (as it used to be in pre-COVID period) and in 4-months, adapted to participants’ needs.
Global trends in the research on early childhood education during the COVID-19 pandemic: a bibliometric analysis

AUTHOR(S)
Jiahong Su; Davy Tsz Kit Ng; Weipeng Yang (et al.)

Published: May 2022   Journal: Education Sciences
During the COVID-19 pandemic, schools and preschools worldwide have been suspended, causing many challenges for students, parents, and teachers. Through home-schooling, preschool children struggle to accept new (online) learning modes. Teachers need to acquire digital skills quickly to deliver online teaching, while parents need to take on the role of a tutor at home to facilitate their children’s learning. This study aims to gauge the global trends in the research on early childhood education (ECE) during the COVID-19 pandemic, particularly considering the need for a swift response to the impact of the pandemic. It employed the bibliometric approach to studying ECE studies during the pandemic by identifying the countries of most-cited publications, most-cited categories of studies, and research methodologies used in the eligible studies (N = 507).
Rapid retooling and adaptation of EIE data processes and programming: Pashe Achhi Model in early childhood education in emergencies in the Rohingya camps of Bangladesh

In March 2020, after the coronavirus cases in Bangladesh were confirmed, both Humanitarian Play Labs (HPL) and mainstream Play Labs temporarily stopped their face-to-face operations according to the government mandate. The pandemic endangered people’s physical health and highly impacted their socio-economic and mental health conditions. Hence, BRAC explored alternative approaches and designed a telecommunication model, Pashe Achhi, to support all the direct beneficiaries during the pandemic. The objective of the intervention was to be connected with the beneficiaries and promote children’s wellbeing and development through play-based learning, positive parenting, and self-care practices of caregivers. Since caregivers are the core agent for children’s learning and development during the pandemic, the model provides psychosocial support and learning support to them. To facilitate the calls, the model trained facilitators on ECD, learning through play, playfulness, and mental health. Pashe Achhi is a telecommunication model consisting of tele-counseling and tele-learning components. After receiving the training, the Play Leaders started to call the families every week to conduct a 20 minutes phone session (10 minutes with the mother and 10 minutes with the child) based on the scripts delivered. In the first 10 minutes, Play Leaders give mothers and caregivers basic psychosocial support, tips on engaging with children and discuss health and hygiene issues.

Parents' strategies in dealing with children's stress symptoms in kindergarten during online learning

AUTHOR(S)
M. A. Muazar Habibi

Published: April 2022   Journal: International Journal of Innovative Research in Medical Science
Online learning causes children's stress symptoms, specifically for the preschoolers during COVID-19. This makes parents seek a method in overcoming the difficulties that are faced by students while studying. Therefore, this study aims to examine the parents' strategy in dealing with children's stress symptoms during online learning. A total of 27 respondents were selected using a purposive sampling technique with the criteria of parents and children that are involved in e-learning during COVID-19 in the Batulayar group B kindergarten, Lombok, West Nusa Tenggara, Indonesia. Furthermore data were collected using a survey method.
The Little Red Hen and a Corona Giant: creative storytelling strategy in an early childhood classroom

AUTHOR(S)
Ilfa Zhulamanova; Jill Raisor

Published: April 2022   Journal: Global Journal of Transformative Education
Storytelling is a natural mean of communication between generations and is deeply rooted in culture.  In today’s classrooms, the act of storytelling is often overshadowed by a narrow focus on academics.  However, children can use storytelling as a way to demonstrate depth of their understanding. This study details the use of a creative storytelling strategy implemented in an early childhood classroom which was interrupted by the COVID-19 pandemic.  The end result is a two-phase study which concluded with pre-kindergarten aged children using storytelling to discuss and display their perceptions of Coronavirus in an academic setting.
An analysis of parents' perceptions about using smart gadgets by pre-school students during pandemic-19

AUTHOR(S)
Iqra Almas; Muhammad Salman Abbas; Abdul Waheed

Published: April 2022   Journal: JOURNAL OF SOCIAL WORK AND SUSTAINABLE DEVELOPMENT
This research examines the implementation of technology-based learning, such as the use of android, personal computers, and IPads. The action of this research is the use of digital technology for early childhood on the role of parents during the COVID-19 pandemic. This method was chosen because the researcher wanted to identify the parents' responses through a questionnaire on the use of technology as well as some of the roles of parents towards their children during taking advantage of this technology. That way, the survey method is considered very suitable to be used and in line with the function of survey research, namely to collect and explain opinions or opinions from a group of people (samples) on a particular topic. The number of samples in this study was 385 respondents (parents). The simple random technique is the sampling technique of choice used by researchers in sampling. Location research is Bahawalpur City. This research data was obtained online through the google forms platform. The instrument used is a questionnaire regarding the use of technology through the role of parents. The statements in this research questionnaire are 10 statements. There are five Likert scales used, namely very often (5), often (4), sometimes (3), never (2), and never (1).
Address and involvement in e-books about COVID-19 for young children: an analysis of the visual mode

AUTHOR(S)
Maria Koutsikou; Vasilia Christidou

Published: April 2022   Journal: Journal of Visual Literacy
COVID-19 e-books have emerged as means for communicating information about coronavirus and the resulting disease to children during the pandemic. This material is multimodal, with images forming the most prevalent and crucial semiotic mode. Except for representational and compositional meaning, an image realises interpersonal meanings. The degree to which the reader is activated (address) and prompted to become engaged with what is represented (involvement) constitute interpersonal meaning dimensions that reflect crucial pedagogical perceptions about children’s learning. This study explored how address and involvement are visually realised in young children’s e-books about COVID-19. The sample consisted of 100 randomly selected images of living or anthropomorphic entities included in 18 COVID-19 e-books for young children. The framework of analysis was based on the Grammar of Visual Design.
Teacher experiences of facilitating play in early childhood classrooms during COVID-19

AUTHOR(S)
Christina O’Keeffe; Sinead McNally

Published: April 2022   Journal: Journal of Early Childhood Research
he COVID-19 pandemic posed major challenges for the lives of children in terms of school closures, loss of routine, reduced social contact, bereavement and trauma. The pandemic also gave rise to a focus on play as a fundamental support for children’s wellbeing. This study examined early childhood teachers’ reported practices of using play upon returning to school in Ireland after lockdown restrictions which included a 6-month period of school closures. Building on previous research on play in early childhood education during the early stages of the pandemic, 12 primary school teachers in early childhood classrooms (children aged 3–8 years) participated in focus groups aimed at exploring teachers’ experiences of using play upon returning to in-class teaching. Through reflexive thematic analysis of the focus groups, four themes were identified that encapsulated teachers’ experiences: play in the classroom embodied similar characteristics and qualities during COVID-19 as before the pandemic; play was considered a priority in early childhood education classrooms; teachers planned carefully for facilitating play in the classroom in response to COVID-19 regulations; teachers’ noted the importance of the social and relational components of play for children in the context of COVID-19 regulations.
Early childhood education during the COVID-19 outbreak: the perceived changing roles of preschool administrators, teachers, and parents

AUTHOR(S)
Süleyman Yildiz; Gulenay Nagihan Kilic; Ibrahim H. Acar (et al.)

Published: April 2022   Journal: Early Childhood Education Journal
Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the roles of stakeholders in early childhood education as a result of the COVID-19 pandemic in Turkey. A criterion sample of two administrators, nine teachers, and seven parents in early childhood education institutions was interviewed.
Caregivers’ perceived changes in engaged time with preschool-aged children during COVID-19: Familial correlates and relations to children's learning behavior and emotional distress

AUTHOR(S)
Xiao Zhang

Published: April 2022   Journal: Early childhood research quarterly
The COVID-19 pandemic and its resulting containment measures have forced many children and their caregivers around the world to spend unprecedented amounts of time at home. Based on a sample of 764 households with preschool-aged children in Wuhan, China, where the pandemic began, this study examined how primary caregivers perceived changes in the amount of time spent engaging with their children (i.e., engaged time) from the start of the pandemic and whether these changes were associated with children's learning behavior and emotional distress.
Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic

AUTHOR(S)
Alejandra Abufhele; David Bravo; Florencia López Bóo (et al.)

Published: March 2022
The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. It uses a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function.
Play in the time of pandemic: children’s agency and lost learning

AUTHOR(S)
Sue Rogers

Published: March 2022   Journal: Education 3-13
Children, their families and teachers are working and playing in the context of ongoing challenges presented by the COVID-19 pandemic. During successive lockdowns, restrictions on domestic spaces to play, social distancing and homeschooling have impacted in diverse ways on children’s access to play. Additionally, the ways in which the pandemic has both exacerbated and uncovered inequality has led to the concept of ‘lost learning’. While it is important to understand how children have been affected by school and closures, little attention has been paid by policymakers to children’s lost opportunities for play. The article reviews the literature to date. It argues for a renewed appreciation of the importance of children’s agency and play, which it is argued could also play a significant positive role in our journey back from the effects of the pandemic.
16 - 30 of 87

UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.

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Each quarterly thematic digest features the latest evidence drawn from the Children and COVID-19 Research Library on a particular topic of interest.
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COVID-19 & Children: Rapid Research Response

UNICEF Innocenti is mobilizing a rapid research response in line with UNICEF’s global response to the COVID-19 crisis. The initiatives we’ve begun will provide the broad range of evidence needed to inform our work to scale up rapid assessment, develop urgent mitigating strategies in programming and advocacy, and preparation of interventions to respond to the medium and longer-term consequences of the COVID-19 crisis. The research projects cover a rapid review of evidence, education analysis, and social and economic policies.